Many teachers use Bloom's Taxonomy and Bloom's Revised Taxonomy in developing and structuring their teaching & learning experiences. Bloom's Digital taxonomy is an attempt to marry Bloom's revised taxonomy and the key verbs to digital approaches and tools. This is not a replacements to the verbs in the revised taxonomy, rather it suppliments and supports these by including recent developments, processes and tools. This page looks at some specific examples of tools and match them to Bloom's Digital Taxonomy
Many of these tools that are FOSS (Free or Open Source Software). These are in italics. Some tools are marked with abbreviations as they cover a variety of tools.Main pageTraditional and Digital approaches

So what is Blooms Taxonomy?

Benjamin Bloom developed, in the 1956 while working at the University of Chicago, developed his theory on Educational Objectives. He proposed 3 domains or areas:

Cognitive - person's ability to process and utilize information (thinking), this is what Bloom's Digital Taxonomy is based on

Affective - This is the role of feeling and attitudes in the learning/education process

Psychomotor - This is manipulative or physical skills

Bloom's Taxonomy is a taxonomy of activities and behaviours that exemplify Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS). Bloom's allows use to rank and structure different classroom activities and plan the learning process. In the 2001, Lorin Anderson and other revised Bloom's original work to give use Bloom's Revised Taxonomy.

Bloom's and Revised Bloom's give us a learning process.

Before you can understand a concept or fact you must remember it,

To apply a concept you must understand it first,

To evaluate a process you must have analysed it etc.Each layer builds on the previous The creative process naturally incorporates these elements. If you look at the constructionist principles that Gary Stager applies using lego to problem solve all of the elements of Bloom's are present in the process of creating a "lego" solution to a problem. You must remember (even if you are learning as you go), understand and apply these principles and concepts, analyse and evaluate the success of your design, the process and concept.

However, we don't need to start at lower order skills and then build piecemeal throught the taxonomy towards higher order thinking like creativity. By providing a suitably scaffolded task, the lower order skills of remembering and understanding become inherent in the learning process. By challenging our students to be analytical, evaluative or creative, they will within these processes develop understanding.

Bloom's Original taxonomy

Bloom's revised taxonomy

Evaluation

(HOTS)

Creating

Synthesis

Evaluating

Analysis

Analysing

Application

Applying

Comprehension

Understanding

Knowledge

(LOTS)

Remembering

HOTS is an abbreviation for Higher Order Thinking Skills and LOTS for Lower Order Thinking Skills.

Bloom's Digital Taxonomy
This diagram details Bloom's Revised Taxonomy with some of the original verbs.

This is a diagram of Bloom's revised Taxonomy showing the flow and process of learning. - A Churches

Keywords & Actions

Digital Approaches

Creating

Generating/creating new ideas, products, or ways of viewing things (Putting together/combining ideas, concepts or elements to develop/construct/build an original idea or engage/stimulate in creative thinking).
Rubrics At create level -

Evaluating

Justifying a decision, solution, answer or course of action (Judge/evaluate/analyse the value of ideas, concepts, materials and methods by developing/constructing and applying standards and criteria).
Rubrics at Evaluating level -

Web 2.0 Tutorials

Without a doubt one of the best resources on the web for web2.0 Technologies is the commoncraft show. Lee LeFever's productions are clear, simple and to the point; most of all they are "In Plain English". Here are the links: